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I REALLY like that idea, Jeffrey.  I think it is more descriptive and communicates what we’re getting at.  I’m going to personally adopt that terminology.

THANKS for the thoughtful suggestion,
Saundra

Saundra McGuire, Ph.D.
New Online Course on Teach Students How to Learn (https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=mkIyFMRcqXf0lkUMg8LpJM11cY_pYofHgd_x6LO5jtk&e=)
Author of Teach Yourself How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=F0-nxG-5jMluqvGZzAFrV8n8uwkqA9Dnd0CD3l7F_zg&e=)
Author of Teach Students How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=7gqKLLee0OhObQdJ8JoX17cgrLRfUgYtkJbWdgOGRvc&e=)
Director Emerita, Center for Academic Success
(Ret) Assistant Vice Chancellor  & Professor of Chemistry
Louisiana State University

From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of White, Jeffrey
Sent: Thursday, December 20, 2018 12:35 PM
To: [log in to unmask]
Subject: Re: Learning Styles in Tutoring

Hello Saundra,
Thanks for sharing your experiences and ideas. I often wonder if phrasing “learning styles” as “learning modalities” would be more accurate. Style has an overly personal ring to it (that might fit the marketed nature of learning styles instruments) whereas modalities is more generic and fits well with teaching modalities, different modalities of sensory input, and different modes of organizing material and learning. Preferences seem to be habits on the one hand and socially organized (taught, trained, and just commonplace social organization of learning) on the other.
Does the phrasing need a complete overhaul to make it more up to date and useful?
All the best,
Jeffrey

Jeffrey White, M.A., M.S.
Learning Commons Administrator, Shepard Academic Resource Center
Instructor of German, International Languages and Cultures
Buckley Center 163, MSC 184

University of Portland
5000 N. Willamette Blvd.
Portland, Oregon 97203

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From: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Saundra Y McGuire
Sent: Thursday, December 20, 2018 6:42 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Learning Styles in Tutoring


Hello Listers,



I hope everyone has had a great semester and that you’re off to a wonderful holiday season.  I’m finally sending that more comprehensive reply to the learning styles discussion that was started early last month.  It’s a little long, but I wanted to clearly explain why I feel it would be a mistake for us to totally abandon discussions of learning style preferences with our students.



The literature rightly criticizes expensive learning-styles-based instructional materials and time-wasting, ineffective teaching methodologies based on learning styles assessments. But I want to suggest that learning style preference assessments can lure students into metacognitive reflection and pleasurable studying so that they will spend enough time with their course materials to develop deep learning skills and see great academic results. (I make the following analogy:  Two different forms of exercise may burn calories at the same rate, but if you prefer one to the other, you might stick with this one long enough to enjoy serious health benefits.)



Tamar’s article is consistent with that approach as are Ira’s methods. I should mention that I don’t actually talk about learning style preferences very often— only in about 10% of my faculty workshops (the ones on mentoring and motivation), almost never in student workshops, and in maybe 10% of my individual meetings with students. When I do discuss them and give assessments, I adhere to the following guidelines:



-I always refer to learning style *preferences, never learning styles, making sure to emphasize to students that they can learn in every way and that they will be expected to learn in *every way throughout the course of their academic lives.

-I only give learning style preference assessments in the context of a learning strategies coaching session so that students understand what the results do and don’t mean.

-I explain that they might have multiple learning style preferences or no preference at all.

-I mention learning style preferences in faculty workshops for two reasons:

a) I encourage the faculty to present information in a variety of ways, which is useful teaching advice even outside the context of learning    style preferences.

b) I encourage them to introduce learning style preferences to their students as a way of spurring metacognitive reflection and more pleasurable study time.

-My major emphasis, for both students and faculty, is always on active metacognitive learning strategies and concrete ways for making sure students spend enough time with the material they’re trying to learn (the study cycle, focused study sessions, etc.).

-If I sense that a student is grasping for external reasons to blame for their lack of success, I do not discuss learning style preferences.

-I always argue against narrow styles-based instruction.



Moreover, two of my main pieces of advice to faculty are to give students specific evidence-based learning strategies and to assess early and often, both of which are well supported by the literature.



I like to have learning style preferences as part of my arsenal because I do think they matter a great deal for a subset of students. I can think of one woman who was failing a college algebra course until a one of our learning strategists looked at her assessment, saw her preference for visual learning, and advised her to focus on visualizing the concepts and drawing diagrams rather than staring at equations. That advice almost immediately turned her Fs into As and changed the course of her life. When she came back to thank him she was in tears. That advice could have been given to her without the assessment, but the assessment helped her buy into the need to adopt a new strategy and facilitated the course of events.



Because the idea of learning style preferences is so familiar and intuitive, it's easy for some students to latch onto. And by following the guidelines I’ve laid out here and taking Ira’s approach and discussing the controversy about them, we can also avoid propagating myths.



To sum up, it’s very possible learning style preferences don’t enhance actual learning, yet for a subset of students *belief in them does influence learning because it encourages metacognitive activity and effective study behaviors. The literature acknowledges that “..it would clearly be a mistake to label…negative results as a conclusive refutation of the learning-styles hypothesis in general” (Pashler et al. 2008), but even if it turns out to be completely bankrupt, the placebo effect is still very real!



I don’t want this post to start a new argument about whether learning center staff should discuss learning style preferences.  I just wanted to explain my position and encourage those of us who do to continue doing so.



Wishing everyone a fantastically relaxing and rejuvenating break!
Saundra

Saundra McGuire, Ph.D.
New Online Course on Teach Students How to Learn (https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=mkIyFMRcqXf0lkUMg8LpJM11cY_pYofHgd_x6LO5jtk&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=BNJGN0mD4ooVGnvUKqas2ML8-6L6XJBkg6v4lYPkUCY&e=>)
Author of Teach Yourself How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=F0-nxG-5jMluqvGZzAFrV8n8uwkqA9Dnd0CD3l7F_zg&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttp-2D3A-5F-5Ftinyurl.com-5Fy9aqwhhx-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253DOtrlnsTD66-2DmNuS-5Fp2BI-2DzNPm208h8SG9YGmaQbpT9M-2526s-253DUnptmji1WHcJWySjDYBxhpovqtSY1lOZ12R4ZRsh9d0-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629319297-26sdata-3DjZ0WRLXD2UX-252B9ex4vov2zQgzcPfOHfb8t2eqwsvYxcA-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=6HcxzsGurhXmU9UwyEMEdbkmu-QCgsoPIKuviTlZsxg&e=>)
Author of Teach Students How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=7gqKLLee0OhObQdJ8JoX17cgrLRfUgYtkJbWdgOGRvc&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttp-2D3A-5F-5Ftinyurl.com-5Fogfktwp-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253DOtrlnsTD66-2DmNuS-5Fp2BI-2DzNPm208h8SG9YGmaQbpT9M-2526s-253D3NMjTMcrJ2PJ4Q-5F2gSNYVq7QLA-2D-2DeVAP-2Dd4Ts7IncHg-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629329310-26sdata-3DZ-252FSOAUorU0tVBZYCwbXN7FTZx7QYCE6hAqbpaw-252BkGFg-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=EZqOuZYxq-eRNc6u7S2n7mxYuJz9vEMUhk5__Fuo1PM&e=>)
Director Emerita, Center for Academic Success
(Ret) Assistant Vice Chancellor  & Professor of Chemistry
Louisiana State University

From: Saundra Y McGuire
Sent: Tuesday, November 6, 2018 10:57 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: RE: Learning Styles in Tutoring

Kelly is right on target.  I address this in our book, Teach Students How to Learn.  I’m speaking at WPI in 5 minutes so I’ll send a more comprehensive response later.  In the meantime read the article at this link https://urldefense.proofpoint.com/v2/url?u=http-3A__www4.ncsu.edu_unity_lockers_users_f_felder_public_Papers_LS-5FValidity-28On-2DCourse-29.pdf&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=W0Vo3vcO1dZG70fqe4Z9MP9OHhxvxsPLp1eTMAU4iWc&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttp-2D3A-5F-5Fwww4.ncsu.edu-5Funity-5Flockers-5Fusers-5Ff-5Ffelder-5Fpublic-5FPapers-5FLS-2D5FValidity-2D28On-2D2DCourse-2D29.pdf-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253DOtrlnsTD66-2DmNuS-5Fp2BI-2DzNPm208h8SG9YGmaQbpT9M-2526s-253DPGZvFDy0fhXGsRrFfDJ0Z37gzsH7AxzhDQuJXZ7a2vk-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629339318-26sdata-3DTWdQeSxHf0A4LPzgq8uD-252Bxz2DGj71FpxbDPQaoW93xU-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=KxLQ2IswUtyN9D3FE_tvA_SFCoPRF_zPjWlzSdHdjg0&e=>  and keep doing those learning styles assessments.  Just call them learning style preferences.

More tonight,
Saundra

Saundra McGuire, Ph.D.
New Online Course on Teach Students How to Learn (https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=mkIyFMRcqXf0lkUMg8LpJM11cY_pYofHgd_x6LO5jtk&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttps-2D3A-5F-5Foptimizelearning.org-5Fworkshops-5Fteach-2D2Dstudents-2D2Dhow-2D2Dto-2D2Dlearn-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253DOtrlnsTD66-2DmNuS-5Fp2BI-2DzNPm208h8SG9YGmaQbpT9M-2526s-253DmIJtIW7dAqzs17o8isjAHiAJOi3v3BzJZVhs0LTegZg-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629339318-26sdata-3DpJSVEjLEIH2TL4RKYqt5BzUibyqMoM1YuEqMLQJwsRg-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=IEPGEeeYdQuQFOLzsdwJ-GvAMHV5BnHh4pkn1WWA6y0&e=>)
Author of Teach Yourself How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=F0-nxG-5jMluqvGZzAFrV8n8uwkqA9Dnd0CD3l7F_zg&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttp-2D3A-5F-5Ftinyurl.com-5Fy9aqwhhx-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253DOtrlnsTD66-2DmNuS-5Fp2BI-2DzNPm208h8SG9YGmaQbpT9M-2526s-253DUnptmji1WHcJWySjDYBxhpovqtSY1lOZ12R4ZRsh9d0-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629349322-26sdata-3DiD-252FTV8FhVQG-252FXcpsvJ624Z5u1VVCKPly1Vhvgo74-252BbI-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=y7ITWzwrH5wil9j0_nEYIK5fQEFYKNBGpEsaO1WH-PE&e=>)
Author of Teach Students How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=7gqKLLee0OhObQdJ8JoX17cgrLRfUgYtkJbWdgOGRvc&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttp-2D3A-5F-5Ftinyurl.com-5Fogfktwp-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253DOtrlnsTD66-2DmNuS-5Fp2BI-2DzNPm208h8SG9YGmaQbpT9M-2526s-253D3NMjTMcrJ2PJ4Q-5F2gSNYVq7QLA-2D-2DeVAP-2Dd4Ts7IncHg-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629359331-26sdata-3DNwcq9Q-252FsHralWkL1Q21X28mjEdxb72GHkRh9TR9DB-252FM-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=nyANd1ereDMVOdK8_Alpiunx8dK8MN3eLl7w1Xf0Fn4&e=>)
Director Emerita, Center for Academic Success
(Ret) Assistant Vice Chancellor  & Professor of Chemistry
Louisiana State University

From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of RoseAnn Osmanian
Sent: Tuesday, November 6, 2018 10:15 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Learning Styles in Tutoring

Hi, Kelly.

I’ve moved away from the Learning Styles inventory and sometimes show students and tutors part of this Ted Talk that argues that the research on it is problematic: https://urldefense.proofpoint.com/v2/url?u=https-3A__youtu.be_855Now8h5Rs&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Ts2qXMaq0eyY8nhzixkFty1bbQtri7lo4q9DMSLucXk&s=vVBVQTQqme5-9yCprPbkP1Sz__imjRia8h0HLAtE90M&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Furldefense.proofpoint.com-252Fv2-252Furl-253Fu-253Dhttps-2D3A-5F-5Fyoutu.be-5F855Now8h5Rs-2526d-253DDwMGaQ-2526c-253DpZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM-2526r-253DyBiE514ByeBuT9iMcmLL81H9l3w-5FeWJJCNWWYb5qET4-2526m-253D13oPI5ip06DulsCarmneCnz3CvZ1-5F3rzxHtMYAADAV4-2526s-253DNAzqPSPlpsGlx-2Dl1HPkCetR1abVrGKdCDB3Wdcyp5s8-2526e-253D-26data-3D02-257C01-257Cwhite-2540up.edu-257Ca56bed81622b44660c6308d6668964a7-257Cea8f3949231c40b6a33f56873af96f87-257C0-257C0-257C636809137629359331-26sdata-3Dv-252FMv5Dob56KVoYM-252BqZlf31YZf3NKVJHN6AFmfgaAoDk-253D-26reserved-3D0&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=88JfKfFQA5z1yBn-ePVAxpEW2p4yXxTD6H6lYRkqgN0&s=4t9BpGCOigCtaIZFK0v7isTatdNruK6rg7bL4DMHsnw&e=>. Instead, I use Bloom’s Taxonomy to discuss learning strategies.

Nonetheless, I encourage students to be metacognitive about their learning strategies and use what works best for them. So many students are familiar with learning styles, and the strategies are still helpful as long as students and tutors are careful not to pigeonhole themselves into certain categories.

-Rose Ann


Rose Ann Osmanian
Language Success Center: English, Reading, & Writing
909-652-6925

From: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Askey, Kelly L.
Sent: Tuesday, November 6, 2018 7:52 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Learning Styles in Tutoring

Hi Everyone,

When I became the peer tutoring supervisor, learning styles assessments were part of the intake process for new peer tutoring students. I have continued doing this, and some students say they find it helpful, and tutors also believe it is beneficial. However, I am wondering if there is any research out there on this topic.

I have searched some academic databases, but surprisingly have not found anything on learning styles as it relates to its use in tutoring. So, if any of you have some sources you could direct me to, I’d appreciate it!

Kelly Askey lodes  |  Peer/Group Tutoring & Study Skills Development Supervisor

Academic Support Center at Florissant Valley
3400 Pershall Rd.| St. Louis, MO 63135  |voice 314.513.4073 | email [log in to unmask]<mailto:[log in to unmask]>
[cid:[log in to unmask]]

From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Chasmar, Justine
Sent: Monday, November 05, 2018 3:43 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Does anybody use WCOnline for group tutoring? Does anybody use their card reader?

Hi Ira!

I’d love to chat more about my experience. We got WCOnline this year and our Writing Center uses it as well. I’m currently using it for appointments, drop-in sessions, and workshops. I don’t, however, think I’m using the software the best way and am learning as I go. I’d love to hear from anyone who has created internal how-to’s or has any insight. Thanks!

~Justine

----------------------------------------------------
Justine Chasmar, Ph.D.

Director, Quantitative Reasoning Center
Assistant Professor
Center for Data, Mathematical, and Computational Sciences
Goucher College
Julia Rogers 143
1021 Dulaney Valley Road
Baltimore, MD 21204
Office: 410-337-6302

From: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Ira Fabri <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>>
Date: Friday, November 2, 2018 at 11:45 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Does anybody use WCOnline for group tutoring? Does anybody use their card reader?

Hi, All.

We offer small group tutoring, by appointment. We are looking at how WCOnline could work, with this option. We are also looking at their card reader to log tutors in and out (and potentially students).

If anybody has information and tips, I would be very interested in hearing them.

Best

Ira

--
Ira Fabri
Pronouns: She, Her, Hers
Assistant Director of Tutoring
Learning Resources Center (LRC)
Division of Undergraduate Academic Affairs (UAA)
UMBC
Sherman Hall East, 342
1000 Hilltop Circle
Baltimore, MD 21250

410-455-3905
[log in to unmask]<mailto:[log in to unmask]>

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